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Friday, September 14, 2012

Recognizing Sensory Processing

We are thrilled to have a guest post
today from Katharine Robinson (MOTR/L) and Crystal Emery (P.L.A.Y.
Consultant) from Easter Seals-Goodwill Northern Rocky Mountain, a
program that provides services and support for children and adults with
disabilities and special needs. Check out their site HERE for more information. Today they'll be
talking about sensory processing.

Easter Seals-Goodwill
Northern Rocky Mountain Sensory Services

Our sensory systems help us make sense of and learn from our every day
experiences. Sometimes, a person’s sensory system doesn't register
information at a typical intensity – it registers either too little or too
much. Easter Seals-Goodwill
Northern Rocky Mountain produced
a simple and informative video explanation on of our senses and how they
affect our everyday lives narrated by one of the exceptional children we
serve. Check it out!

Another resource we offer is
our Wiggly Worm Sensory Processing Class. This is an 8-week
parent/child class that covers a different type of sensory processing input
each week. Parents learn and children practice fun and helpful strategies
each week and leave at the end of the class with a list of activities
specifically chosen to meet their unique needs. For more information about this
class, contact Janae at (801) 946-1860.

The following information is
provided to help understand sensory processing a little better:

What is Sensory Processing?

Sensory processing involves the
ability to take in information within our environment through our senses and
utilizing that information to create a response. Once sensory information is
received through nerve receptors in our body, that information is sent up to
the brain. The brain then decides how to respond or react to that sensation.

The most familiar senses involve
vision, hearing, taste, smell, and touch/tactile. But we also have two other
sensory systems –proprioception and vestibular. Proprioception relates to
deep pressure to our muscles and joints. It helps us know where our body is in
space. You get this input through climbing, jumping, running, etc. The
vestibular system involves the circular canals in your ears that detect
movement. It is considered your “equilibrium” and helps with balance.

What happens when problems occur?

With our senses, there is a “normal”
range of functioning. When the information received through our senses is
interpreted outside that normal range, problems occur. A child can either be
considered “hypersensitive” or “hyposensitive” to sensory stimuli.
Hypersensitivity is when the sensation being received is too overwhelming and
therefore the child becomes resistive to the input. For example, when a child
is hypersensitive to tactile input, they may become defensive (more so than
usual) when their parent applies sunblock to their skin, or when the child
accidently touches a certain texture of food during mealtime (they most likely
will refuse to touch it to begin with), or when they are hugged by a friend.
Hyposensitivity is when the sensation being received is not enough and
therefore, the child needs more input to register it. For example, when a child
is hyposensitive to vestibular input and fails to register movement
appropriately, the child will seek additional excessive movement such as
rocking, spinning, swinging, etc. These children may also have difficulty with
balance and bilateral coordination. It is important to note that one or more
sensory systems can be impacted at the same time.

The best thing one can do for a
child who has sensory processing issues is to expose them to sensory stimuli in
a gradual, consistent, and safe manner so that they can successfully experience
these sensations in their natural environment. Once you determine what a child
can tolerate, gradually provide more variety or intensity so that the child is
eased into experiencing more of these sensations. It is important to be an
active participant with the child during these activities so that they are able
to progress in terms of what they are willing to try and experience.

Occupational therapists often create
“sensory diets”, implemented as part of their daily routine, to allow the child
to function at their best within their environment. Sensory diets are
customized and specific to each child and family, having consistent activities
to perform within the day according to the family and child’s schedule and
needs. The chart below (adapted from Gilbert, Anderson, Kurtz, &
Roche-Outen, 1995) provides general guidelines in choosing activities to either
“calm” or “alert” a child, depending on whether they are hypersensitive or
hyposensitive to stimuli. In some instances, a calming activity may be more
alerting to a child; therefore, their reactions must be closely monitored to
ensure a successful sensory diet.

To Calm

To Alert

Vision

Use soft light

Use no lights

Block distractions using a screen, room
divider, or study carrel.

Use bright lights

Use a focused light on an object.

Sound

Sing softly

Play soft classical or nature music.

Speak in a monotone or whisper.

Provide music with varied pitch, sound, or
an uneven or fast beat.

Speak with a high and low voice.

Touch

Pat or stroke rhythmically on child’s back.

Stroke a stuffed animal.

Hold or wear something warm.

Hug, if accepted.

Sit with a pillow on lap or surrounded by
pillows.

Use a lap desk (pillow with hard top).

Roll up in a blanket.

Rest hands on child’s shoulders.

Fold arms against body.

Sit in a womblike place (tent of box).

Provide light touch to palm.

Hold something cold.

Hold a fidget item (something to hold in
hand).

Dress in cool clothing.

Gently but quickly rub the skin.

Movement

Rock, roll, swing, or bounce, slowly and
rhythmically.

Seat push-ups (raise bottom off chair using
hands).

Wall push-ups (push against wall with
hands)

Change positions often, exercise, jump,
dance, jiggle.

Sit on a chair-sized ball.

Jump on a mat or bounce the child on lap.

Pass out papers, books, get water, erase
the board, deliver messages.

Oral-Motor

Suck mild flavors.

Use a straw to blow a hanging balloon or streamers.

Blow tissue paper wads into a container
during motor groups.

Drink from a straw. A narrow straw and
thick liquid requires more effort.

Blow soap bubbles. Blow through a straw to
the wand.

Crunch and lick food.

Eat salty, citrus, sour, or smoked flavors.

Suck lemonade ice pops.

Lick fingers after making batter.

Chew on a child’s tow designed for chewing.

Blow whistles with moving parts.

Allow the child to have a cup of ice water
throughout the day.

Allow for frequent water fountain breaks.

Resources
for Parents

Catching Kids Before They Fall:

How Sensory Processing Disorders
Affect Young Children’s Learning and Behavior